Market Logic at School: Emerging Intra-School Competition between Private and Public STEM Programmes in Israel

Autor/inn/en	Kaptzon, Adi; Yemini, Miri
Titel	Market Logic at School: Emerging Intra-School Competition between Private and Public STEM Programmes in Israel
Quelle	In: Education Policy Analysis Archives, 26 (2018) 104, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yemini, Miri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Public Schools; Private Schools; Competition; STEM Education; Principals; Administrator Attitudes; Secondary Schools; Privatization; Public Officials; School Districts; Neoliberalism; Governance; Nongovernmental Organizations; Discourse Analysis; Educational Policy; Administrator Role; Israel + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Private school; Privatschule; Wettkampf; STEM; Principal; Schulleiter; Sekundarschule; Privatisation; Privatisierung; School district; Schulbezirk; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Diskursanalyse; Politics of education
Abstract	This study analyses the "de facto" emerging intra-school competition between the Israeli Ministry of Education (MOE) and external organisations at public Israeli secondary schools by exploring science, technology, engineering, and mathematics (STEM) programmes. Given on-going privatisation processes within the education system, the participation of external organisations in schools has become significant, greatly affecting municipalities' authority and schools principals' autonomy. This case-study provides a comprehensive examination of this new form of intra-school competition and its possible impact on schools, based on in-depth interviews with school principals, representatives of STEM programmes, and officials at the MOE and a local education authority, as well as analysis of supporting documents. We show that despite its supposed regulatory role, the MOE is pushed to function as an additional player in this quasi-market, competing with external organisations and substituting its regulatory roles for additional market-player opportunities. Theoretical and empirical implications are suggested. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01